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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Clarify purpose for involvement
  2. Analyse language, literacy and numeracy requirements of community program
  3. Provide leadership in designing language, literacy and numeracy support for the program
  4. Implement support for the program
  5. Devise a communications strategy
  6. Review the language, literacy and numeracy component of the project plan

Required Skills

Required skills

analysis and interpretation skills to

identify and analyse the language literacy and numeracy embedded in community issues and activities

interpret information from a range of sources to identify and respond to project goals skills of the target group and learning styles

make judgements about project activities based on analysis and interpretation

synthesise information from complex and at times conflicting interpretations

communication skills to

ask openended questions to provide others with opportunities to explain strategies

facilitate discussions to encourage sharing of strategies and exploration of different solutions to problems

give clear explanations present concepts clearly and respond to questions effectively

give presentations to promote the program

liaise effectively with all members of the project team

listen in order to make notes from spoken texts across a range of contexts

make hypotheses plan and influence others

paraphrase as part of effective listening techniques

vary talk to adjust to the English language level of others including codeshifting activities where relevant

computer skills to use software packages such as word processing and presentation software

initiative enterprise and creativity to

develop resources and materials to meet needs of community projects

formulate strategies in response to community needs

literacy skills to

complete documentation required

design communications at an appropriate level

design resources at an appropriate level to meet goals of project

examine materials developed by the project team and analyse the language literacy and numeracy demands

generate complex texts demonstrating control over a broad range of styles and purpose

use and experiment with a broad range of structures and features when writing

write complex texts that meet audience needs and purpose of text

numeracy skills to design strategies to embed mathematical processes in routine tasks

research skills to

analyse data about the literacy and numeracy levels of the Australian community

locate and evaluate successful solutions in other environments

locate general information to inform the project

teamwork skills to work collaboratively with stakeholders and members of the project team

Required knowledge

adult learning principles and practices as they relate to community education

Australian Core Skills Framework ACSF

features of texts that contribute to reading difficulty

issues in the Australian community where English language literacy and numeracy skills may have a role

language literacy and numeracy demands of community and personal activities and the way low levels of language literacy and numeracy skills can act as a barrier for many in dealing effectively with them

own role and responsibilities to work strategically in a community environment

research indicating levels of English language literacy and numeracy in Australia both in terms of the population as a whole and sections within it

theoretical understanding of adult language literacy and numeracy teaching practices

Evidence Required

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria required skills and knowledge range statement and the Assessment Guidelines for the Training Package

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to

describe the role of a language literacy and numeracy practitioner within the project

analyse English language literacy and numeracy demands of the community program and how this analysis has been used to design strategies and resources to meet needs of a community project

develop products for the project

develop a communication strategy

review and evaluate language literacy and numeracy practitioner role and contribution to project

Context of and specific resources for assessment

Assessment must ensure

that the context is a real or simulated community project

access to team members

access to opportunities to design language literacy and numeracy strategies for a community project

Assessment must also ensure the use of culturally appropriate processes and techniques appropriate to the language literacy and numeracy capacity of the candidate and the work being performed

Method of assessment

A range of appropriate assessment methods should be used to determine competency The following examples are appropriate for this unit

evaluation of authenticated evidence from a community project including work samples verified by supervisor

evaluation of a report case study or presentation examining strategies and resources developed to meet the goals of a community project and rationale for these

questioning to establish required knowledge

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector workplace and job role is recommended for example

TAELLNA Design programs to develop adult language literacy and numeracy skills

TAELLN804A Design programs to develop adult language, literacy and numeracy skills

TAELLNA Design implement and evaluate an adult language literacy and numeracy professional development program

TAELLN807A Design, implement and evaluate an adult language, literacy and numeracy professional development program.


Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Goals for community program may include:

developing an awareness campaign addressing personal issues that have implications for the community as a whole, for example health management programs such as diabetes awareness and management

developing programs that address areas of community need, such as using the internet and social networking sites for older citizens

meeting a specific objective, such as classes to inform the community about introduction of new fire safety support systems.

Role may include:

alerting project team members to potential language, literacy and numeracy issues that may affect project outcomes in a community context, such as:

attitudinal barriers

confidentiality issues relating to language, literacy and numeracy identification procedures

cross-cultural awareness and sensitivity

learners with multiple needs

analysing material developed by the project team to ensure language style does not create barriers for potential readers

developing resources to support particular aspects of the program

mentoring other project team members in language, literacy and numeracy issues.

Language, literacy and numeracy implications of program goals may include:

identifying requirements for a communication strategy

language, literacy and numeracy skills required to be able to perform target behaviours.

Potential risks may include:

high levels of English language, literacy and numeracy skills required for certain activities acting as a barrier to shifts in target behaviour

complex explanations not easily understood by target group, leading to advice being ignored or mistaken.

Intended target group may include:

specific gender

specific groups

specific language and cultural backgrounds

overall population

those wanting to develop specific skills.

Theoretical understandings may include:

how language is structured to:

achieve a range of social purposes

establish and maintain social relationships

construct texts

features of written and spoken English across a diverse range of genres

social practices involved in reading, writing, visual literacy, talking and listening.

Appropriate strategies may include:

delivering training focusing on identified language, literacy and numeracy underpinning skills

developing a communication strategy

developing resources designed for those with low levels of English language, literacy and numeracy

mentoring others in the community organisation in language, literacy and numeracy

strategies for specific groups or individuals.

Evaluation strategy may include:

evaluation instruments, such as:

surveys

structured interviews

questionnaires

observations

feedback or debriefing from group discussions or meetings of stakeholders

evaluation processes that include:

defining the purpose and audience

planning the evaluation

gathering the data

analysing and interpreting the data

using the findings to improve processes, practices, systems or outcomes

gathering qualitative and quantitative data to review and monitor project outcomes and to initiate corrective action when required.

Guidelines may include:

taking account of factors that contribute to difficult communication, such as:

complexity of sentence structure

layout, including:

dense text

text not supported by visual cues

length, including:

overall length

length of sentences

unclear sequencing of information

vocabulary, including:

jargon

not-widely recognised technical terms

idioms.